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Why we say this

In 2011 – 2012, the  teaching staff consisted of 76% within their first three to four years of teaching. The first significant challenge was for teachers to identify students as individual learners, by firstly knowing and identifying the cultural background of all students within their classes. 

This posed issues about how teachers were teaching to the ‘mass’ of a class, instead of valuing and appreciating 25+ individual learning needs, with no direct value to the Aboriginal learning needs of the identified Aboriginal students within the class.

As a direct result, our Aboriginal Assistant Principal teaches all Aboriginal students (Stages 2 and 3) on Mondays during the Numeracy block. She focuses on the language, materials resources and content required for successful learning within the Maths group for the remainder of the week. Teachers have this reminder every week of who are their Aboriginal students.